Attention and Academic Performance: From Early Childhood to Adolescence

Miranda, Mônica Carolina; Batistela, Silmara; Alves, Marcus Vinicius

doi:10.1007/978-3-031-06908-6_4

Cited by 1 publication

(1 citation statement)

References 67 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is closely related to attention, which is the cognitive function that allows us to select the relevant stimuli for us at each moment. The ability to select, maintain, and manipulate information relevant to current behavioral goals is an essential part of our cognition (Paneri & Gregoriou, 2017) and is particularly relevant for learning and academic performance (Gathercole et al., 2004; Miranda et al., 2022). Furthermore, as we live in a multimodal world, where we encounter information that may not always be interconnected through various sensory modalities, it is crucial to understand how attention and WM function when exposed to various stimuli in different sensory modalities.…”

Section: Introductionmentioning

confidence: 99%

Theta and alpha oscillations may underlie improved attention and working memory in musically trained children

Kausel,

Zamorano,

Billeke

et al. 2024

Brain and Behavior

View full text Add to dashboard Cite

Introduction: Attention and working memory are key cognitive functions that allow us to select and maintain information in our mind for a short time, being essential for our daily life and, in particular, for learning and academic performance. It has been shown that musical training can improve working memory performance, but it is still unclear if and how the neural mechanisms of working memory and particularly attention are implicated in this process. In this work, we aimed to identify the oscillatory signature of bimodal attention and working memory that contributes to improved working memory in musically trained children.Materials and methods: We recruited children with and without musical training and asked them to complete a bimodal (auditory/visual) attention and working memory task, whereas their brain activity was measured using electroencephalography. Behavioral, time–frequency, and source reconstruction analyses were made.Results: Results showed that, overall, musically trained children performed better on the task than children without musical training. When comparing musically trained children with children without musical training, we found modulations in the alpha band pre‐stimuli onset and the beginning of stimuli onset in the frontal and parietal regions. These correlated with correct responses to the attended modality. Moreover, during the end phase of stimuli presentation, we found modulations correlating with correct responses independent of attention condition in the theta and alpha bands, in the left frontal and right parietal regions.Conclusions: These results suggest that musically trained children have improved neuronal mechanisms for both attention allocation and memory encoding. Our results can be important for developing interventions for people with attention and working memory difficulties.

show abstract

Section: Introductionmentioning

confidence: 99%